Brent Warner (0:00): Why does technology in the classroom matter, and how can I get better at it? We’re discussing the whys and the hows on this episode of the DIESOL podcast.

Ixchell Reyes (0:22): Welcome to the DIESOL podcast, where we focus on developing innovation in English as a second or other language. I’m Ixchell Reyes, English as a second or other language instructor and teacher trainer, and I’m here with the esteemed Brent Warner, professor of ESL at Irvine Valley College, specializing in integrating ed tech and AI into language teaching. Brent is also a frequent speaker and TESOL blogger. Hey, did you notice? How are you?

Brent Warner (1:06): I’m pretty good. Happy summer! Is it summer yet? It’ll be – yeah, by the time this episode airs, it’ll be summer for sure. Ready for a little beach action, maybe sitting by the pools, all the good things.

Ixchell Reyes (1:11): Yeah, and we want to make sure that you stay tuned throughout the episode for a listener-only exclusive.

Brent Warner (1:18): Alright, we’ll talk about that a little bit later, but stay tuned for sure.

Ixchell Reyes (1:26): So this is a big episode. I think – I feel so. We briefly mentioned in other episodes, but if you hadn’t caught up yet, Brent’s book is coming out next week. You guys have no idea how hard he’s been working on this. And as we get closer to the official launch date, we thought it would be proper to take an episode to discuss the content – maybe not all the content of the book, but the ideas through the lens of the book and also the toolkit, which is another – it’s a separate, what would you say, publication? But it’s a toolkit. It’s a digital…

Brent Warner (2:08): It’s kind of cool. So, you know, I think a lot of times people have tried to do books or resources on technology tools. But the problem, of course, is that they change so quickly, or they disappear, they get sold. And so what we’re doing with TESOL – with TESOL International – is building a toolkit that’s online. And so what we can do is we can update it very quickly. We can give new tools. So it’s a guide to tech tools for language teachers, specifically. But yeah, so it’s a little hard because I’m always like, it’s not a book, but it feels like a book. It was as much work as a book.

Ixchell Reyes (2:45): Yeah. And so, like, those in our audience who are familiar with ISTE, which is International Society for Technology and Education, we know that in that audience, we struggle finding something that suits our ESOL students. And in TESOL, we sort of find that we struggle – that we can’t find something that connects with our ESOL students and technology. So Brent has sort of bridged this gap. And we had been talking about this for a long time. I mean, this is one of the reasons why the podcast exists. But he has done, I think – that giant step, or what is it? The giant step for humanity?

Brent Warner (3:28): Wow, that’s a little pressure on it.

Ixchell Reyes (3:32): I feel it, but that’s how I feel. So if others would agree, then you’re right. Okay, how did you do it?

Brent Warner (3:39): Well, okay, so we mentioned this before, right? When I was on sabbatical and doing the writing process for both of these projects at the same time, I reached out. Basically, I said, “Well, if I get this thing published, I’m really only interested in ISTE or TESOL.” And it worked out really well, because ISTE was like, “We want activities. We don’t really want – we’re not so interested in the tools specifically.” And TESOL was like, “We want the tools. We want to know what tech tools work and how to do them.” And so I was like, “Well, what if we brought these kind of together?” They are their own separate things from each organization. So the book, which is called “Ed Tech for Multilingual Learners,” is published by ISTE exclusively. The toolkit, which is an online resource at TESOL.org, is published by TESOL exclusively. But they’re both kind of in reference to one another. So the idea is, if you already know some tech stuff, but you want some inspiration, or if you want to know how to better integrate technology into your classroom with your students, the book might be really useful for you – I hope it is. And if you are kind of more in the world of like, “I need to know what tools are out there, and I can come up with my own ideas,” or “I’m just getting started in the tech world and I don’t know how to integrate tools,” then the toolkit might be really useful. And of course, ultimately, both of them work together really well. They’re meant to kind of feed off of one another. So a lot of the tools that I talk about in the toolkit are mentioned in the book. In the book, there’s a lot of these activities that use the tools inside. It kind of goes back and forth. Very cool.

Ixchell Reyes (5:53): Yeah, so I’m excited, and it’s the first time to bring these two worlds together. When you go to ISTE conferences – and I’ll be there at the end of this month – you’ll still see that there’s not a lot of sessions and things like that for multilingual learners, for our field. It’s growing. Obviously, ISTE has a vested interest, and that’s part of why they wanted the book. And they said, “Hey, we see this future for everything.” But yeah, it’s a lot. I mean, it’s a lot to keep on top of, but let’s talk about it.

Brent Warner (5:53): Yeah, let’s dive right in. So Brent, what first made you realize that tech could do more than just digitize worksheets?

Ixchell Reyes (6:06): Well, I think from the beginning of my teaching career, I’ve always been into this stuff. Ixchell, you know, we’ve told a little bit of the story of how you and I met in the past, kind of saying, “Hey, what about integrating iPads into the classroom? What about doing these types of things?” And so from early on, I was kind of like, there’s so much more, because tech is interactive, right? It can kind of give you feedback – digital side of things. Before AI stuff, of course, that wasn’t quite the same, wasn’t quite as robust, but it was still like, “Okay, you can put something in, you can get something out of it.” Whereas a worksheet is always just like, you have to write something and you have to wait for the processing from someone else to get that feedback. And so even from early days for me, teaching was always like, “Well, let’s see what we can do on computers. Let’s see what we can do with different websites,” etc.

Brent Warner (6:58): So it sounds like you can do a lot more student-centered – take a student-centered approach, right? But with tech, how does that work?

Ixchell Reyes (7:08): Yeah, so I think – and Ixchell, you can talk about this too. I mean, this is something we share a lot, which is like, how do we give the power to the students? And when we give them the tools, we are giving them the power. We’re saying, “Hey, you can do this without us necessarily,” right? I mean, obviously, different tech is locked down in different ways. But I think a lot of students go, “Wait a second. I don’t have to wait, right? I don’t have to wait for that piece of paper to be delivered to me. I can use this technology and use this technique at any time for myself. I don’t have to – if the teacher’s already showed me how to do this activity or use this tool, when I go home, I still have access to those things.” And so that’s kind of the inspiration, which is like, “Hey, how are we handing that power to the student for their own learning?”

Brent Warner (7:58): Yeah, you and I are very big on giving students autonomy over their own learning and over the process, because it goes beyond just the English, right? They’re usually with us for the English, but they’re going to move on to something else, right? English is just what they’re going to be using to negotiate meaning in whatever field they’re in, or whatever they’re going to use English for. But you know, you and I talk about how we know that tech is actually helping students, because students will come back and they’ll tell us, “Oh, I use this tool for this thing that had nothing to do with ESL.” I’ll never forget a story of a student who told me – it was one of my USC students. She came back and said, “Oh, I’m back in my country” – so she’s back in her country – “and we’re required to use Google Drive, and nobody in my group knows how to use Google Drive or Google Docs, and they’re panicking. And I held a little study session, and I taught them all how to use it.” And I was just like, shining and thinking, “Oh, this is it.” It has nothing to do with English. She was not doing it in her own language – well, she was doing it in her own language, but she was now transferring a skill that she learned, right? So it goes beyond just the assignment, right? It’s another skill that helps them navigate life.

Ixchell Reyes (9:15): That’s right. That idea of transferable skills, I think, gets lost on a lot of people. They’re like, “Oh, it doesn’t matter. It’s just a novelty.” It’s like, no, these students really take this stuff into their life. And so I had a similar experience to you, where I had a student who said, “Oh, you’re the only teacher who actually slowed down to teach us Google Docs,” right? It was the same thing. And she’s like, “We actually talked about it. We understood how to do it. And now my other teachers are like, ‘Well, just figure it out.’ But she was able to do it because we spent the time doing activities that were specifically – it wasn’t about how to use Google Docs. It was language learning. But it was the same thing, right? They’re like, “Oh, now I understand how to interact with this thing.” A second example that I have is podcasting. Obviously, we’ve talked about this quite a lot. And so several years ago, I did a podcasting project in one of my classes – I was teaching a summer school class – and then I found out, I think two or three years later, someone’s like, “Oh, yeah. A student recommended me to join your class. She’s doing a podcast that she said she learned from you.” And I’m like, “That was like a couple of years ago.” She’s still doing – she’s off doing her own podcast this whole time. And so to me, I hadn’t thought about it in terms of what she’s going to take, but she’s like, “I love doing it and it opened me up to what I’m interested in talking about, and being able to do those things.” So again, it’s not just the one language learning skill. And kind of tying back to what you said, Ixchell, I always tell my students that the language learning classroom is not the goal, it’s the bridge to the goal that you’re actually trying to get to. And so it’s the same thing with the tech. The one use of the tech is not really the goal, but it can help students bridge the gap between the skill sets that they’re looking for and use those in better ways in the future.

Brent Warner (11:02): Alright, Brent, so let’s take a look at some of the activities that you’ve maybe included in the book. But what about, let’s say, listening skills? What’s an activity that you really like where you think tech really opened up things for students?

Ixchell Reyes (11:17): Yeah. I mean, there’s lots of different activities in here, but this one I called “Lyric Lover.”

Brent Warner (11:24): And guys, what he’s describing right now is he has on the screen this beautiful page. And if you know anything about Brent, the layout is going to be amazing. So you can’t see it, but it’s very well organized.

Ixchell Reyes (11:36): Yes, actually, what we’ll do – we’ll put this PDF for this activity up on the show notes page too, so everybody can download it and kind of see a little bit of what the inside looks like. A freebie!

Brent Warner (11:46): A freebie. Yeah, let’s put it right up in the show notes. So go to DIESOL.org/121, and you can go grab this PDF of this activity. But yeah, so this one’s like a listening one where students – it’s called “Lyric Lover.” And so the idea is kind of moving things. It’s very low tech for the teacher – like the teacher doesn’t have to know a lot, and the student doesn’t necessarily have to know a lot, but it is a tech integration way of kind of talking about building these skills that we’re talking about. So for this one, “Lyric Lover,” the idea is that students can choose songs that they like in English and kind of do a deeper dive into it and understand their own listening skills as they’re listening along to the sounds of the songs that they like. So here’s kind of roughly how it works. So the setup is, the students choose a song, and then for the activity, you would have the students listen to the song and then try to transcribe the lyrics, pausing as they listen, so just doing the best that they can – low stress, right? Keep it easy for them. But then once they’re done with that – so they kind of go through and, by the way, you could, depending on your time available, you could say, “Well, let’s just do a chorus,” or, “let’s just do a set of lyrics,” or you could do the whole song. Kind of depends. Some songs would be way too long, but you could do whatever. So then when they complete the song, when they complete what they did, they are then going to go search for the official lyrics and then copy them next to the lyrics that they transcribed. So maybe in a Google Doc, if there’s two columns or two boxes or something like that, they could put what they thought on the left-hand side, and then what the official ones are on the right-hand side. And then they’re going to listen again and compare and contrast, right? And they’re going to say, “Hey, now that they see what the lyrics are” – what the official ones are – “are they more clearly decipherable this time around?” And then they can work with a partner to kind of discuss what they heard and what they saw, what the real language was. And then finally, as they’re kind of going through that, they could be noting vocabulary, phrases, etc. Again, you can kind of add and subtract as much as you want to the activity as the teacher and kind of say, “Oh, give me three vocabulary words on top of it.” Or you could just say, “Just work on getting the transcription clear.” And then finally, they can work on interpreting the meaning of the song and how confident they are in their interpretation. So this is an example of a type of activity. Then you could kind of move on to reflection parts as well. So there’s ideas like, students can write a brief paragraph about what they learned, or they could share which lyrics were easiest or most difficult for them to hear, and why, right? And kind of having it – it builds a deeper meta understanding of what they’re actually understanding when they’re listening to something, or what words they’re able to hear, or what sounds they’re able to get. And so there’s lots of possibilities here. And then in the book as well, I include a number of extensions – so ways that you could kind of move on past this. And then every activity also has a list of materials and tools that you could use to make this work. So for example, this one, a couple things that help would be just YouTube, accessing websites like lyrics.com or genius.com or something like that. And there’s even a website called lyricsTraining.com – I think we’ve talked about it in the past – where you can kind of do a gamified listening. So if the student’s song that they want is in there, you could kind of use that as your base for starting it.

Ixchell Reyes (15:23): And so I noticed you really organize it so you include reflection and extension, materials and tools. So it’s actually really easy to navigate the page.

Brent Warner (15:35): Yeah. I mean, that’s the goal, is to make it really straightforward for people so they don’t have to – so you can kind of be as flexible or direct as you want. And so the idea – you’ll see inside of the book, there’s a QR code which takes you – every activity has a QR page with an extra set of resources on the page, which includes a slide deck, a Google Slides deck that any teacher can click and make a copy of for themselves to launch the activity.

Ixchell Reyes (16:08): Wow. Awesome. Yeah. I mean, that was a ton of work. It was really like a second…

Brent Warner (16:12): All that – that is a time saver. That’s a huge time saver.

Ixchell Reyes (16:12): Yeah, that’s the idea. It’s meant to kind of get you 85% of the way there, maybe 100% if you don’t really want to make any changes, but you can copy the slide deck for yourself, and then you can use that to project to your students to start. So you don’t have to build out an explanation of the whole activity to your students as well. So that’s an example, and every activity has that as well. So it took a lot of time.

Brent Warner (16:39): Yeah. Thank you. So do you have another activity that is maybe one of your favorites that you want to share?

Ixchell Reyes (16:49): Yeah, so I’ve got one here. This is kind of an AI one. So the book is not an AI book, right? I’ve talked in the past about this idea of like, “Hey, AI is a part of Ed Tech. Ed Tech is not a part of AI,” right? And so the book is really kind of focused on engaging students, and I think AI is part of it. But this is kind of an idea – actually Ixchell, you and I did this activity, or did a version of this activity for our last presentation at TESOL. But this one is the idea when students kind of don’t know what to do, right? Say, “Hey, you get a free write assignment,” or “I don’t know what to write about,” or all of those types of things. We can use some simple tech to help students through that process, and so you can actually give them an activity that would be a way to get them going with everything. So Ixchell, you and I remember we did this at the presentation. We said, “Okay, everybody, do something for 10 minutes right now – go.” And everybody’s like, “Wait, what?”

Brent Warner (17:48): “Why? He’s gonna be one of those presenters who makes us do something?”

Ixchell Reyes (17:54): Yeah, and everybody’s like, “Wait, what’s going on?” right? And they’re all kind of – and so very quickly you stop that. You kind of make it as a joke, right? And you say, “Hey, when we’re given something without any guidance, it’s very hard for us to know what to do. And so actually, constraints really help us in the process of building things.” So again, I will put this PDF also up on the website, so it’ll be available on the show notes.

Brent Warner (18:17): This activity is called…

Ixchell Reyes (18:21): This one is called “Automated Ideation,” or AI. And so basically, it’s a couple of simple prompts that you can use. So it could be a very broad text prompt, right? Which is like, “I need to do a free writing assignment, but I don’t have any ideas. What should I write about?” right? And I have the prompts in there for you. The prompts are there.

Brent Warner (18:40): That is cool. And then you could do ones that are – if you want to do image prompts – so having students build images that they can use as kickstarters, right? So it could be something like, “I need to write a journal entry for class. Can you generate some random images that can inspire some ideas for topics?” right? And then, by the way, of course, you can always tell your students, “Hey, customize it. I like soccer or I like whatever,” right? But they inevitably will, right? And so, and then you can also show them more focused ones too, right? So if the text prompt is something like, “I need to write a blog post for a class assignment. Can you guide me through some questions to explore my interests, experiences and curiosities, then use those responses to come up with some interesting topics to write about. Please ask the questions one at a time.” Now, of course, we understand that students could just use AI to write their prompt for them, and so I’m already making an assumption that you’re kind of working through students with the idea of, like, the goal is the process of the writing, right? The goal is the figuring out what you’re trying to do. And so if you can work with that with your students, you can then say, “Hey, I don’t really care what that end result is. I care about you going through the process of figuring yourself out and then seeing what is important to you.” So the more that we can kind of personalize it, which AI is great at, then we can say, “Hey, let’s use that.” But we are still, admittedly, in a tricky time where we are concerned about plagiarism and just jumping through – so kind of understanding that exists. And both of these can exist at the same time. But again, same type of thing is that you can then kind of move through that, have them do the work, and then as a reflection activity later, you can have students consider variations on the prompts provided, how they can share completely new prompts with each other if they think that their prompt is a better version. So they’re getting kind of multiple versions of these types of things, where they’re interacting with tech, where they’re getting feedback, where they’re seeing how well it aligns with what they’re interested in. And so again, just a good way to kick start students on their writing processes.

Ixchell Reyes (20:55): Cool. Alright. So you can actually win a copy of the book by heading to the page (secret page revealed in audio)

Brent Warner (21:02): Yeah. So let’s do this one a little bit differently. So this is only for listeners of this episode, and you will have had to have listened within the first week or so because, Ixchell, you know that I am doing a launch party, kind of a launch party. It’s all kind of in step. So if you’re interested, go sign up for the mailing list. You can do that at this page – only available if you listen in! Or you can just do it at BrentGWarner.com/book. Those are different links, but basically, you could sign up for the mailing list because I’m going to be sending out some little mini webinars, maybe a few giveaways, all sorts of things. And then it’s all going to culminate in a launch party for both of the book and the toolkit on June 25th. And so if you get signed up on this page, you will be only in a secret group of people that can win on the 25th. And so I will send you a hard copy of the book for only DIESOL listeners, right? Other people out there might be interested in these things, but the amount of people who can sign up is only limited to people who have heard this episode.

Ixchell Reyes (22:15): And I just want to have a question – is this open to international entries too?

Brent Warner (22:26): Ooh, I do not have the money to do that. I’m sorry. Oh, my gosh, I’m going to have to be very careful. Okay, so if you’re in the States, I will mail you a hard copy. If you are overseas, I will give you a digital copy. I think that’s – I do apologize, but I can’t afford to get it overseas. I was surprised. I sent them out and they’re like, 10 bucks each just to send.

Ixchell Reyes (22:47): And then sometimes they get sent back because of differences in the way we write addresses. So we’ve tried that before, and we just got things returned to us. So we don’t want to do that.

Brent Warner (22:57): Yeah, yeah. So anyways, if you’re in the States, hard copy book – you could win it. If you’re overseas, you could win digital copy. And we’re going to have some fun over the next week, week and a half, as we’re moving up to this launch party. So if you want to get in on it, make sure you’re on the mailing list. Of course, if you’re following me online, I’ll post about the things as well. But if you want to know every day, “Hey, this is coming out. This is what’s happening,” and some chances to win other cool stuff, let me know by signing up on the mailing list. Oh, and also, Ixchell, I’m going to be at ISTE. I’m coming up. Yeah, I’m coming to your neck of the woods. I’ll be in San Antonio, and so I’ll be doing some daily updates on Instagram. And you’re presenting there as well, aren’t you?

Ixchell Reyes (23:35): I’m doing some presentations – freebie books going away! And then just kind of, I should point it out that all of these things are going to be on discount during these couple of weeks. So both the book is going to be on discount during ISTE, and the toolkit will also be on discount for the first couple of weeks on the launch. So if you’re interested…

Brent Warner (24:08): Yeah, guys, be sure to follow Brent on Instagram for the updates, especially during ISTE. Alright, so Brent, just a couple more questions. So it is overwhelming with all these tech tools, and as tech advances so quickly, how the heck do you keep up with all the new tech?

Ixchell Reyes (24:29): It’s hard, you know? I mean, I get this question a lot, and Ixchell, I know you get this question a lot too, and it’s like, “Oh my god.” Okay, so one, you can’t, right? That’s the first thing is, it’s just like, it’s not really possible to keep up with all the tech, but there’s a lot of stuff out there. So you can follow people that you’re really interested in who give you good advice, all those kinds of things. You can keep up with some of those websites, like “There’s an App for That,” or just kind of doing some searching and scanning through things like the Chrome Store and things like that. But also, part of the reason for the toolkit on TESOL.org is to help people with that as well. So they say, “Hey, I just don’t have time. I’m not really interested in keeping up on top of it all myself. I don’t have the tens of dozens of hours it’s going to take me all the time to just know what’s going on.” And so that is part of the goal of the toolkit is to say, “Hey, here’s a bunch of tools that have already been vetted for you by me. Here’s some ideas on how you can use them in the classroom.” So you can click into any tool that we have kind of featured on there, and then it gives you use cases, what language skills you might use. So right now, I’m looking at Kami, right? You and I have talked about Kami in the past. It’s kind of an online PDF tool which is very useful for a lot of students. And then basically what I do is give you an overview, some ideas on how to use it, and then there’s like a “getting started.” So it’s actually meant to walk you through your first steps of actually using the tool, kind of get some ideas on what you might do. Then I have a “diving deeper” section on everyone. So really, kind of some extra ideas on how it might be used in the classroom, or for you personally, combinations of similar-ish tools. If that one’s not going to work for you – if you have something in your school that’s like so many schools, for example, already pay for Adobe, right? So, okay, well, Adobe Acrobat – okay, I’ve got my school copy of it. I can use those as well. As extra resources, like if there are cool videos or communities that are talking about that tool. And so every single tool, and there’s more than 100 at this point, and we’re going to keep on building, has all of this available for you. And so just to get started with things and say, “Hey, I just want something around vocabulary,” you can go filter out for vocabulary, and then all the tools that I’ve kind of recommended that could be used for different types of vocabulary activities would then show up as well. So the other cool thing is that there’s feedback options. So anytime, if someone says, “Hey, this site is gone now,” or “I really like this version instead” – and by the way, it’s free for teachers – so that’ll all come to me through this, and then I’ll be able to make updates to help more and more people who are using this altogether.

Brent Warner (27:20): Very, very cool. Yeah, so Brent, why is it important for teachers to know what’s out there?

Ixchell Reyes (27:27): So this is the thing, right? For the 100th time – well, I mean, we need to engage with our students. They care about this stuff, right? You will see straight up different results from students who say, “Oh, this teacher was showing me this cool thing and this cool thing.” I mean, this is part of the world that they live in, so that is one reason that it’s important. And their expectations of pedagogy and learning and things like that are changing all the time, right? They’re like, “Hey, I expect to be able to use things that are really, actually interactive and useful,” not just the old “talk to your partner,” which is fine, of course, right? But to say, “Hey, we need to have a variety of these kinds of things, because this is the kind of world that students are living in,” and frankly speaking, you’re going to get better ratings from your students. They’re going to like you more, they’re going to be more engaged in your classes, all those kinds of things. And so it can be really powerful.

Brent Warner (28:21): Also, I think we’re modeling navigating through change, right? In a broad sense, like things change and we adapt, and we also struggle with the change, but we model that through the tools that we use and what we share with our students.

Ixchell Reyes (28:36): And when that doesn’t work for us in the classroom – exactly! Good thing to show them. Oh my gosh, right? I mean, it’s not always perfect, right? And so kind of understanding that is great.

Brent Warner (28:46): Yeah. So does it have to be the latest and the greatest?

Ixchell Reyes (28:49): No, in fact, I’ve got a number here that are like super old classics. Yeah. I mean, you and I for years, obviously talking about Flippity, we’ve talked about Quizizz – it’s in there. I mean, it is still so good, right? It’s so simple, right? But yeah, you don’t need – I would never advocate it must be today’s tool, right?

Brent Warner (29:11): The latest doesn’t mean the greatest, that’s for darn sure.

Ixchell Reyes (29:15): Yeah. So I like having some of these classics in my pocket as well.

Brent Warner (29:20): Alright, so that is it for today. But please be sure to sign up for updates on the book, the toolkit, and other chances to win freebies at (secret website revealed in audio)

Ixchell Reyes (29:36): It’s a secret. It’s a secret!

Brent Warner (29:39): Ah, is there a secret? There’s no secret, right? Wait…

Ixchell Reyes (29:42): That’s for – yeah, so if people use that, that’s where you can actually sign up to win a copy of the book. The regular show notes are DIESOL.org/121. The secret page is only for those who listened to this episode. *whispers* Don’t tell anybody that you know about this site. *laughter* Yeah, so that’s where it’ll be.

Brent Warner (30:04): Alright. It is time for our fun finds, and I have a Netflix show. It’s a short series. The setting is in Jordan. It’s called “Jinn,” J-I-N-N. It is in Arabic, but it’s got subtitles. These teenagers accidentally let out two spirits, one good one and a bad one. And so you follow them through their journey to try to make sure the bad one is not out of control. But as you know, I’m studying Arabic again, and it’s easy enough for me to sort of pick up 45% of what they’re speaking since it’s more of like a teenage show.

Ixchell Reyes (30:43): Nice. Mine is a hardware tool, so it’s the Magic Keyboard with Touch ID. So the Apple keyboard – you know, is that a keyboard? Well, I got it at school. The problem is it’s too expensive for me myself.

Brent Warner (30:57): Yeah, I was gonna say, yikes. Yeah, it’s like 200 bucks. I mean, I love it. I find myself being very in love with it at school, so they gave me one at school that’s connected to my stuff, right? But for me to have it at home, to pay 200 bucks – probably not gonna get it because it’s just too much. But I have to say I’ve been really impressed with how much I love just having that touch feature right on the keyboard, having the really high quality wireless, right?

Ixchell Reyes (31:29): Is it just like, unlock things and your passwords and stuff?

Brent Warner (31:33): Yeah, yeah. So when you’re logging into the computer, you know it’s like, instead of like, on the…

Ixchell Reyes (31:39): Having to reach…

Brent Warner (31:39): Yeah, on the laptop you have to reach or whatever.

Ixchell Reyes (31:41): This is where we are, guys. We’re so lazy now.

Brent Warner (31:45): This is why I’m saying it’s like, way too much for $200. The truth is, like, for myself, I’m like, “Okay, I can reach my arm out,” but I do have to say, very convenient. It is a true luxury on that keyboard.

Ixchell Reyes (31:58): I forgot – a couple bucks.

Brent Warner (32:01): Yeah, scoop it up.

Ixchell Reyes (32:04): All right, for the show notes and other episodes, check out DIESOL.org/121. You can find us on YouTube, Facebook or on Instagram at @DIESOLpod.

Brent Warner (32:13): You can find me out there on most of the socials at @BrentGWarner.

Ixchell Reyes (32:18): You can find me on most socials at @Ixy_Pixy, that’s I-X-Y, underscore P-I-X-Y. See you at ISTE!

Brent Warner (32:27): Thanks, everybody. Oh, and please sign up. I’m looking forward – if the book’s of interest to you, let me know.

Ixchell Reyes (32:34): Do it, guys. Do it. Do it.

Brent Warner (32:35): See you.